"It is during writing time that you are free to support, scaffold, and foster students' growth as writers." - Lucy Calkins
Transition to Work Time
Management Strategy: Visualize and Self Monitoring
Shift in Expectations During Workshop
Transitional vs. Workshop
Student Centered Decision Making
Can Students Make Their Own Decisions?
Some students aren't accustomed to making choices about how they will go about tackling a problem, and they will show this by waiting, as if paralyzed, for you to tell then what to do. In a classroom in which children tend to wait for individual jump starts, Lucy Calkins suggests teachers forcefully get themselves out of the role of making individual work plans for writers. How are you going to prepare students to make conscious choices about their writing? How will you demonstrate what the end in mind will be? What will you say and stick to that supports, and does not leave the writer without a path?
Things to Consider:
What are the most common statements, comments, complaints from students when you are not "telling" them what to do? Brainstorm these problems and determine how to front load these issues with your team.
"It is during writing time that you are free to support, scaffold, and foster students' growth as writers."
- Lucy Calkins
Transition to Work Time
Management Strategy: Visualize and Self MonitoringShift in Expectations During Workshop
Transitional vs. Workshop
Student Centered Decision Making
Can Students Make Their Own Decisions?
Some students aren't accustomed to making choices about how they will go about tackling a problem, and they will show this by waiting, as if paralyzed, for you to tell then what to do. In a classroom in which children tend to wait for individual jump starts, Lucy Calkins suggests teachers forcefully get themselves out of the role of making individual work plans for writers.
Things to Consider: